Ethical dimension in the use of interpretative tasks in mathematics teacher education: fraction division

We introduce a novel approach aimed at enhancing secondary school prospective teachers (PTs) specialized mathematical knowledge for teaching fraction division. The approach is firmly rooted in the principle of fostering a communitarian ethics environment. Through our research we show that the implementation of a specific interpretative task among PTs not only nurtures their interpretative knowledge (IK) but also fosters growth of a communitarian ethics environment. Our methodology is characterized by a structured alternation between small groups and a larger collective group of PTs. Here we present findings that show the development of IK within one of the small groups of PTs.